Who We Are

Who we are

Central Idea: Citizens understand who they are and what they do to contribute to their communities.

Lines of inquiry:

1. Roles and responsibilities of the community

2. How citizens contribute to their communities

3. Different communities 

Key Concepts:

Connection, Responsibility

Related Concepts:

personal communities, beliefs & culture, responsibilities

Learner profile:

Communicators, Principled, Caring

Key Vocabulary:

Community, responsibility, success, citizen, contribute, contribution

 

 

Overview:

To start the year, our first unit is about community building. Students will be inquiring into how people’s roles affect the community they are in. We will be defining “community” as we pull examples from students’ lives. Also, we will analyze how each member contributes to their own community in order for it to be successful. Through exploring this unit, students will apply their understanding in their own classroom community by creating their own classroom agreements, explaining their responsibilities as a learner, and describing how contributions of each member make a learning community successful. Furthermore, students will be choosing a community they are involved in (within or outside of school) and will explain the connections and responsibilities of it in the form of a visual representation.

 

Literacy Integration:

The key concept of responsibility ties in nicely as we start unpacking reader’s and writer’s workshop. We will be focusing on building good habits and stamina for both areas. Students will be working on personal narratives during writing. This unit emphasizes on retelling a story that has happened using details including what the characters said, and what they did, and how they moved.  Students are encouraged to use proper nouns and verbs to describe who is doing the action.

The summative assessment for this unit is a portfolio of how students have contributed to their communities. One of the pieces that students must submit for this project is a personal narrative of a time when they made a positive contribution to their community.

Vocabulary Building for this Unit:

Principled, Inquirer, Balanced, Open-Minded, Knowledgeable, Reflective, Communicator, Caring, Risk-Taker, Thinker, Roles, Responsibilities, Essential Agreements, Community, Citizens

In our reading workshops, we will be working on how readers grow up in second-grade.  Students will practice reading in bigger scoops, finding snap words (it, and, the) and setting goals for reading.  We will also learn some word solving strategies.

In the first few weeks of school, classes are also going to be going over phonics.  This will help with spelling and reading instruction for our students.

Math:

To start the year, we will be reviewing place value students will learn that 10 tens make 100.  They will also learn that each number in a number has a place.  That place has a value. They will learn expanded form, standard form, written numbers and, base-ten form to express how numbers are written.  For example, the standard form of the number 365 looks like this.  Expanded 300+60+5, it is written as three hundred sixty-five, and it can be built using base ten blocks with 3 large 100 squares, 6 tens rods, and 5 one’s cubes.

Students will also be working on building their addition and subtraction fluency.  In second grade we work towards having addition and subtraction problems to 20 memorized for quick recall.

To connect with our unit of inquiry students will create a base-ten representation of the different classes at SIS.  They will then put them together to see a visual representation of how many students we have here on our Jingshan campus with base-ten blocks.

How you can help at home:

  • Describe your community at work. Who are the members? What are their roles and responsibilities?
  • Use a graphic organizer to compare/contrast responsibilities between family members (Venn Diagram, T-chart, checklist)
  • Be an active listener when your child reads their stories. Add an encouraging note in their writing journal.
  • Select 1-2 photos of the summer and email your teacher. We will use this for inspiration for writing.
  • Review basic math facts up to 10 (e.g. 3+4= 7).
  • Translate place value names in your home language (ones, tens, hundreds)